0500 - m21 - Ms - 12 MARK SHEME

Cambridge IGCSE™
FIRST LANGUAGE ENGLISH 0500/12

Paper 1 Reading March 2021
MARK SCHEME
Maximum Mark: 80
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the March 2021 series for most Cambridge
IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.
This document consists of 22 printed pages.
© UCLES 2021 [Turn over

0500/12 Cambridge IGCSE – Mark Scheme March 2021
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Generic Marking Principles
These general marking principles must be applied by all examiners when marking candidate answers.
They should be applied alongside the specific content of the mark scheme or generic level descriptors
for a question. Each question paper and mark scheme will also comply with these marking principles.
GENERIC MARKING PRINCIPLE 1:
Marks must be awarded in line with:
• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.
Marks awarded are always whole marks (not half marks, or other fractions).
Marks must be awarded positively:
• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
is given for valid answers which go beyond the scope of the syllabus and mark scheme,
referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these
features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.
Rules must be applied consistently, e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.
Marks should be awarded using the full range of marks defined in the mark scheme for the question
(however, the use of the full mark range may be limited according to the quality of the candidate
responses seen).
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should
not be awarded with grade thresholds or grade descriptors in mind.
© UCLES 2021 Page 2 of 22

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English & Media subject specific general marking principles

(To be read in conjunction with the Generic Marking Principles (and requiring further guidance
on how to place marks within levels))
Components using level descriptors:

• We use level descriptors as a guide to broad understanding of the qualities normally expected
of, or typical of, work in a level.
• Level descriptors are a means of general guidance, and should not be interpreted as hurdle
statements.
• Where indicative content notes are supplied for a question, these are not a prescription of
required content, and must not be treated as such. Alternative correct points and unexpected
answers in candidates’ scripts must be given marks that fairly reflect the knowledge and skills
demonstrated.
• While we may have legitimate expectations as to the ground most answers may occupy, we
must at all times be prepared to meet candidates on their chosen ground, provided it is relevant
ground (e.g. clearly related to and derived from a relevant passage/text and meeting the mark
scheme requirements for the question).
Components using point-based marking:

Point marking is often used to reward knowledge, understanding and application of skills. We give
credit where the candidate’s answer shows relevant knowledge, understanding and application of
skills in answering the question. We do not give credit where the answer shows confusion.
From this it follows that we:

a DO credit answers which are worded differently from the mark scheme if they clearly convey
the same meaning (unless the mark scheme requires a specific term).
b DO credit alternative answers/examples which are not written in the mark scheme if they are
correct.
c DO credit answers where candidates give more than one correct answer in one
prompt/numbered/scaffolded space where extended writing is required rather than list-type
answers. For example, questions that require n reasons (e.g. State two reasons…).
d DO NOT credit answers simply for using a ‘key term’ unless that is all that is required. (Check
for evidence it is understood and not used wrongly.).
e DO NOT credit answers which are obviously self-contradicting or trying to cover all possibilities.
f DO NOT give further credit for what is effectively repetition of a correct point already credited
unless the language itself is being tested. This applies equally to ‘mirror statements’ (i.e.
polluted/not polluted).
g DO NOT require spellings to be correct, unless this is part of the test. However spellings of
syllabus terms must allow for clear and unambiguous separation from other syllabus terms with
which they may be confused (e.g. Corrasion/Corrosion).

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Note: All examiners are instructed that alternative correct answers and unexpected approaches in
candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills
demonstrated. Nonetheless, the content must be clearly related to and derived from the texts.
Question 1
This question tests reading assessment objectives R1, R2 and R5 (25 marks):
R1 demonstrate understanding of explicit meanings

R2 demonstrate understanding of implicit meanings and attitudes
R5 select and use information for specific purposes
and Question 1(f) only tests writing assessment objectives W2, W3 and W5 (5 marks):
W2 organise and structure ideas and opinions for deliberate effect

W3 use a range of vocabulary and sentence structures appropriate to context
W5 make accurate use of spelling, punctuation and grammar.
Overview of items for Question 1
Item Assessment objectives Marks for assessment

tested objectives
1(a) R5 1
1(b)(i) R1 2
1(b)(ii) R1 2
1(c) R1 and R2 2
1(d)(i) R1, R2 and R5 2
1(d)(ii) R1 and R5 3
1(e) R1 and R2 3
1(f) R1, R2 and R5 10
W2, W3 and W5 5
Total 30

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Question Answer Marks
1(a) Give the example used by the instructor to teach the value of a good 1
opening to an article, according to the text.
Award 1 mark for:
• ‘Don’t worry,’ said the stallholder. ‘The snake round your daughter’s neck
is not venomous.’
1(b)(i) Using your own words, explain what the text means by: 2
‘immense value’ (line 3).
Award 2 marks for full explanation (both strands).

Award 1 mark for partial explanation.
Credit both marks for alternatives explaining the whole phrase such as
‘essential’.
• great(ly) / huge(ly) / enormous(ly) / extreme(ly) / massive(ly) / very

• importance / worth / power / significance / benefit
1(b)(ii) Using your own words, explain what the text means by: 2
‘diverse destinations’ (line 5).
Award 2 marks for full explanation (both strands).

Award 1 mark for partial explanation.
Credit both marks for alternatives explaining the whole phrase.
• different / various / contrasting / range

• spots / places / locations / cultural contexts
1(c) Re-read paragraph 3 (‘Having quit … that conference.’). 2
Give two ways in which attending the conference changed the writer.
• improved their writing / learned about writing

• affected role as an editor / learned about editing [examples allowed] /
made them a better editor
1(d)(i) Re-read paragraphs 4 and 5 (‘Writers of … never visit.’). 2
Identify two mistakes made by writers of unsuccessful articles.
• don’t get to the point / think they need extra padding at the beginning /
include unnecessary material at the start / waffle at the start
• they don’t start with the most interesting portion of the trip / they begin
with a boring part of the trip

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1(d)(ii) Re-read paragraphs 4 and 5 (‘Writers of … never visit.’). 3
Explain why people like to read good travel writing, according to the
text.
Award 1 mark for each idea, up to a maximum of 3.
• to understand other people and places / celebrates differences in

manners and customs around the world
• to plan own trip
• to avoid costly mistakes / to avoid serious errors
• to experience places they may never get to (in real life) / to imagine what
it is like to be somewhere else / vicarious enjoyment of author’s
experiences
1(e) Re-read paragraphs 6 and 7 (‘I should point out … every August.’). 3
Using your own words, explain why people might not accept the
writer’s advice about being a travel writer.
Award 1 mark for each idea, predominantly in own words, up to a

maximum of 3. Answers which are entirely in the words of the text
should not be credited.
• query own credentials / own decisions: not a professional writer / should

only write (and edit) as a hobby / own writing not that good / gave up
trying to make a career in writing / is a software designer
• hard to earn money as a travel writer: difficult to make a living as a
travel writer
• query value of the conference: conference is not free / conference
puts people off / conference sounds like it is full of people moaning
• query value of travel: (do not have) money needed to travel / do not
have the desire to travel
• potential bias: vested interest / friend is running the conference

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1(f) According to Text B, what are the disadvantages of being a travel 15

writer?
You must use continuous writing (not note form) and use your own
words as far as possible.
Your summary should not be more than 120 words.
Up to 10 marks are available for the content of your answer and up to 5

marks for the quality of your writing.
Use the Marking Criteria for Question 1(f) (Table A, Reading and Table B
Writing).
INDICATIVE READING CONTENT
Candidates may refer to any of the points below:
1 people hate travel writers / people misunderstand what the job involves /
not considered a real job
2 don’t get opportunity to look around where you want to / over full itinerary
/ packed schedule
3 can’t be relaxed / not present in the moment / always thinking about
work
4 have to balance publication requirements with expectations of host
5 PR professionals move around so can affect your career later
6 difficult to get noticed by publications / takes a long time to get noticed
by publications
7 not paid on time / late payment(s)
8 your story gets changed / editor changes your story
9 miss out on social life / do not get invited to family occasions / family life
carries on without you
10 no routine / no set hours
11 problems with property left unattended / paying rent for unused
accommodation
12 affects life decisions / restricts choices in relation to having pets or
children
13 exhaustion / multiple long-haul flights in a short space of time
14 travel delays / uncomfortable nights in airports (due to delay)

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Marking criteria for Question 1(f)

Table A, Reading
Use the following table to give a mark out of 10 for Reading
Level Marks Description
5 9–10 • A very effective response that demonstrates a thorough understanding of

the requirements of the task.
• Demonstrates understanding of a wide range of relevant ideas and is
consistently well-focused.
• Points are skilfully selected to demonstrate an overview.
4 7–8 • An effective response that demonstrates a competent understanding of the

requirements of the task.
• Demonstrates understanding of a good range of relevant ideas and is
mostly focused.
• Points are carefully selected and there is some evidence of an overview.
3 5–6 • A partially effective response that demonstrates a reasonable

understanding of the requirements of the task.
• Demonstrates understanding of ideas with occasional loss of focus.
• Some evidence of selection of relevant ideas but may include excess
material.
2 3–4 • A basic response that demonstrates some understanding of the

requirements of the task.
• Demonstrates general understanding of some relevant ideas and is
sometimes focused.
• There may be some indiscriminate selection of ideas.
1 1–2 • A response that demonstrates a limited understanding of the task.

• The response may be a simple list of unconnected ideas or show limited
focus.
• There is limited evidence of selection.
0 0 • No creditable content.

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Table B, Writing
Use the following table to give a mark out of 5 for Writing.
3 4–5 • A relevant response that is expressed clearly, fluently and mostly with
concision.
• The response is well organised.
• The response is in the candidate’s own words (where appropriate), using a
range of well-chosen vocabulary which clarifies meaning.
• Spelling, punctuation and grammar are mostly accurate.
2 3–2 • A relevant response that is generally expressed clearly, with some

evidence of concision.
• There may be some lapses in organisation.
• The response is mainly expressed in the candidate’s own words (where
appropriate) but there may be reliance on the words of the text.
• Errors in spelling, punctuation and grammar which do not impede
communication.
1 1 • A relevant response that lacks clarity and concision.

• There may be excessively long explanations or the response may be very
brief.
• The response may include lifted sections.
• Frequent errors of spelling, punctuation and grammar, which occasionally
impede communication.
0 0 • No creditable content.

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Note : All examiners are instructed that alternative correct answers and unexpected approaches in
Question 2

R4 demonstrate understanding of how writers achieve effects and influence readers.
Overview of items for Question 2
Item Reading assessment Marks for reading

objectives tested assessment
objectives
2(a)(i) R1 1
2(a)(ii) R1 1
2(a)(iii) R2 1
2(a)(iv) R2 1
2(b)(i) R1 1
2(b)(ii) R2 1
2(b)(iii) R1 1
2(c) R2 and R4 3
2(d) R1, R2 and R4 15
Total 25

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2(a)(i) Identify a word or phrase from the text which suggests the same idea 1
as the words underlined:
Charlie and the others in his group would be completing a walk at a

great height.
(the four-day) high-altitude trek (line 2) / trekking at altitude (line 27)
2(a)(ii) Identify a word or phrase from the text which suggests the same idea 1
Walkers had to collect a specific amount of funding for their trip before
they could be allowed to take part.
(I had to) raise the required sponsorship money (lines 2-3)
2(a)(iii) Identify a word or phrase from the text which suggests the same idea 1
Charlie also asked people he did not know well to sponsor him.
casual acquaintances (line 12)
2(a)(iv) Identify a word or phrase from the text which suggests the same idea 1
The organisers told trekkers that they needed to be very fit.
(in) seriously good shape (line 26)

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2(b)(i) Using your own words, explain what the writer means by each of the 1
words underlined:
Trek-training began in earnest. My carefully planned route passed

fortuitously close to a favourite café in case of emergency. I’d
anticipated I’d need a few jabs for Peru, but the cheery list of disorders
I needed vaccinating against was reeled off by my doctor with more
than a little glee.
(in) earnest: for real, seriously, really began, started properly
2(b)(ii) Using your own words, explain what the writer means by each of the 1
words underlined:

than a little glee.
fortuitously: fortunately, luckily, (as if) by luck, conveniently, (as if) by

accident, deliberately
2(b)(iii) Using your own words, explain what the writer means by each of the 1
words underlined:

than a little glee.
anticipated: realised beforehand, expected, thought, imagined, assumed,

predicted, foresaw, knew

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2(c) Use one example from the text below to explain how the writer 3
suggests his attitude to preparing for the trip.
Use your own words in your explanation.

than a little glee.
Award 3 marks for an appropriate example with a comprehensive

explanation which shows understanding of how the writer suggests his
attitude to preparing for the trip.
Award 2 marks for an appropriate example and attempt at an explanation
which shows some understanding of how the writer suggests his attitude to
preparing for the trip.
Award 1 mark for an example with an attempt at an explanation which shows
awareness of the writer’s attitude to preparing for the trip. The explanation
may be partial.
The explanation must be predominantly in the candidate’s own words.
Responses might use the following:
• carefully planned route passed (fortuitously) close to a favourite café:

suggests meticulous thought has gone into working out where his
training run will take him as if to maximise training benefits, though hints
that Charlie might have other priorities; he may not really be taking the
need to build up fitness as seriously as he claims since he is
concentrating on breaks / treats
• in case of emergency: prepared for any outcome or eventuality, he is

concerned he may really need to stop, suggesting little confidence he
can make it, taking the possibility of injury etc. seriously, pessimistic
about chances of success; OR no real threat or hazard likely on the
training route, he’s really considering dropping into the café as he is
passing by if he fancies a snack or treat and is planning to do so on the
weakest of excuses
• (I’d anticipated I’d need) a few jabs: assumed he might need a small
number of vaccines, so is aware of potential danger from disease, but making
light of it / has underestimated; contrast with what was needed suggests
that he had not looked into the detail, he had not done his research
• cheery list of disorders … reeled off ... with more than a little glee:
possible illnesses sound quite worrying, and seem to be building up
quickly, trying to sound unconcerned though less confident now as is
taken aback by the long list, had clearly not expected this; thinks the
doctor is enjoying his discomfort and is now worried / disconcerted

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2(d) Re-read paragraphs 18 and 19. 15
• Paragraph 18 begins ‘What? No Jed? …’ and is about Charlie’s

reaction to the news about Jed.
• Paragraph 19 begins ‘We set off …’ and is about Charlie’s
memories of the trip.
Explain how the writer uses language to convey meaning and to create
effect in these paragraphs. Choose three examples of words or
phrases from each paragraph to support your answer. Your choices
should include the use of imagery.
Write about 200 to 300 words.
Up to 15 marks are available for the content of your answer.
Use the Marking Criteria for Question 2(d) (Table A, Reading)
Notes on task
This question is marked for the ability to select powerful or unusual words
and for an understanding of ways in which the language is effective. Expect
responses to provide words / phrases (listed in the mark scheme on pages
16 and 17) that carry connotations additional to general meaning.
Mark holistically for the overall quality of the response, not for the number of
words chosen, bearing in mind that for the higher bands there should be a
range of choices to demonstrate an understanding of how language works,
and that this should include the ability to explain images. It is the quality of
the analysis that attracts marks. Do not deduct marks for inaccurate
statements; simply ignore them.
The following notes are a guide to what good responses might say about the
selections. Candidates can make any sensible comment, but only credit
those that are relevant to the correct meanings of the words in the context and
that have some validity. Alternative acceptable explanations should be
credited. Credit comments on effects created by non-vocabulary choices
such as grammar / syntax and punctuation devices. These must be
additional to comments on vocabulary.

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2(d) Responses might use the following: 15
• Charlie’s reaction to the news about Jed in paragraph 18,

beginning ‘What? No Jed? …’.
Overview: exaggerated despair, mock heroic; gentle criticism of his

own reaction
• What? No Jed?: shocked, overly- dramatic reaction to the news; own

deep disappointment at the time is mocked
• devastated: crushing disappointment, distraught as if some dreadful
disaster; over-stated
• befriending the legend: setting out to make friends with someone
famous, reflected glory of associating with someone of mythical status,
dreams of greatness
• sharing an epic journey: being able to say he was part of it, cliché
betrays sense it was far from epic as carefully organised and relatively
safe trip
• new pal: as if best friends, over-romanticised view of friendship
• gaining candid insights: learning from Jed, mock journalese, not likely
• hallowed life: worthy of respect, adoration, worships him as if religious /
cultural icon
• extracting precious writerly secrets: unearthing buried treasure
• (three) cruel sentences: a few brief words have dashed his hopes /
caused him pain
• brooding with dark thoughts of betrayal: vengeful, spurned, sense of
personal injury despite never having met
• (I had only) the decade-and-a-half flight (to pull myself together):
potentially boring, but clearly not that long, over-reacting and takes him
far less time to recover
• ‘the trip of a lifetime …’: contrasts earlier despair with the actual
experience coming up, ridicules own reaction to hearing the news, pivots
from one extreme to the next suggests prone to over-dramatise for effect

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2(d) • Charlie’s memories of the trip in paragraph 19, beginning ‘We set 15
off …’.
Overview: romanticised and clichéd account, attempting to evoke

sensory experience of the trip; deliberately over-written to be suggestive
/ critical of travel journalism
• white rush (of mountain rivers): fast water, foamy, power, energy
• creaking (across rope bridges): moving slowly and carefully due to harsh
squeaking sound movement creates, evocative of object under strain
• slogging up unfeasible muddy inclines: working hard and with little
chance of success to scale seemingly impossible slippery slopes
• forcing our way through dense jungle tangles: pushing through thick
vegetation, easy to get caught / stopped, determination and physical
exertion
• scenery became bleaker: lacking vegetation now, exposed to the
elements, desolate
• chirruping insects and rustling leaves: musical, light sounds of
smaller creatures and features, nonthreatening
• gasps of breath and laboured footsteps on gravel and rock
provided the soundtrack: signs of physical exertion, film background
music
• marvelled at a diamond-encrusted night sky: romanticised view,
jewelled sky studded with stars; reward for earlier exertions
• framed by towering mountains: as if piece of art or theatre; imposing
challenge of climb, puts them in perspective
• cloaked in rainforest-green velvet: lush greenery of rainforest covers
the mountains; heroic enigmatic figure; luxurious and smooth material
Only credit comments on stylistic effect where these are explicitly linked to
choices.

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Marking Criteria for Question 2(d)
Table A, Reading: Analysing how writers achieve effects
Use the following table to give a mark out of 15 for Reading.
5 13–15 • Wide-ranging discussion of judiciously selected language with some high

quality comments that add meaning and associations to words/phrases in
both parts of the text, and demonstrate the writer’s reasons for using them.
• Tackles imagery with some precision and imagination.
• There is clear evidence that the candidate understands how language
works.
4 10–12 • Explanations are given of carefully selected words and phrases.

• Explanations of meanings within the context of the text are secure and
effects are identified in both parts of the text.
• Images are recognised as such and the response goes some way to
explaining them.
• There is some evidence that the candidate understands how language
works.
3 7–9 • A satisfactory attempt is made to select appropriate words and phrases.

• The response mostly gives meanings of words and any attempt to suggest
and explain effects is basic or very general.
• One half of the text may be better addressed than the other.
2 4–6 • The response provides a mixture of appropriate choices and words that
communicate less well.
• The response may correctly identify linguistic devices but not explain why
they are used.
• Explanations may be few, general, slight or only partially effective.
• They may repeat the language of the original or do not refer to specific
words.
1 1–3 • The choice of words is sparse or rarely relevant.

• Any comments are inappropriate and the response is very thin.
0 0 • The response does not relate to the question.

• Inappropriate words and phrases are chosen or none are selected.

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Note: All examiners are instructed that alternative correct answers and unexpected approaches in
Question 3

R3 analyse, evaluate and develop facts, ideas and opinions, using appropriate support from the text
and writing assessment objectives W1, W2, W3, W4 and W5 (10 marks):
W1 articulate experience and express what is thought, felt and imagined

W2 organise and structure ideas and opinions for deliberate effect
W3 use a range of vocabulary and sentence structures appropriate to context
W4 use register appropriate to context
W5 make accurate use of spelling, punctuation and grammar.

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3 You are one of the people who trekked with Charlie to Machu Picchu. 25
You have been invited by the charity to speak to a group of people
who are thinking of taking a similar trip.
In your speech you should:

• outline what the trip involves and the preparation required
beforehand
• explain the different reasons people might have for choosing to go
on a trip like this
• persuade your audience why trips like this are important to the
charity.
Write the words of the speech.
Base your speech on what you have read in Text C, but be careful to
use your own words. Address each of the three bullet points.
Write about 250 to 350 words.
Up to 15 marks are available for the content of your answer and up to

10 marks for the quality of your writing.
Use the Marking Criteria for Question 3 (Table A, Reading and Table B
Writing)
Notes on task
Candidates should select ideas from the text (see below) and develop them
relevantly, supporting what they write with details from the text. Look for an
appropriate register for the genre, and a clear and balanced response which
covers the three areas of the question, is well sequenced, and is in the
candidate’s own words.
Annotate A1 for references to what the trip involves and the preparation
required beforehand.
Annotate A2 for references to the different reasons people might have for
choosing to go on a trip like this.
Annotate A3 for references to why trips like this are important to the charity.

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3 A1: what the trip involves and the preparation required beforehand 25
• find sponsors / raise set amount (det. only allowed to sponsor
yourself for 25 per cent) [dev. difficult to persuade people / encourages
commitment]
• buy equipment / clothing (det. specialist trekking gear) [dev.
expensive, lots required]
• health considerations (det. vaccines, snakes, malaria tablets, online
health advice) [dev. potentially fatal diseases]
• physical exertion / training for altitude / fitness (det. training plan)
[dev. need to take it seriously / unforgiving terrain / months of preparation
required]
• travel to the departure point / flights (det. Madrid to Cusco via Lima)
[dev. need to factor in time and cost to travel to meeting point; prepare for
boredom]
A2: the different reasons people might have for choosing to go on a trip like
this
• adventure (det. read about it in a magazine) [dev. fashionable idea; may
not be what you expect before you go]
• scenery (det. dense jungle, towering mountains, white-water rivers)
[dev. awe-inspiring; extra-ordinarily beautiful, unspoilt]
• camaraderie (det. life-long friendships formed) [dev. still in touch now
with friends from the trip who might never have met otherwise; never
alone during the challenge / helping others]
• career (det. meet influential people) [dev. use the opportunity to write
about the trip / bragging rights]
• cultural / travel experience (det. ancient ruined city of Machu Picchu)
[dev. contrast with visitors’ usual surroundings and/or lives, see places
you might never have visited otherwise]
A3: why trips like this are important to the charity

• raising new money for charity (det. sponsorship needed to continue
their work) [dev. can’t just rely on donors they already have, ongoing
costs]
• raising awareness (det. attracted by the trip and find out about the
charity’s cause) [dev. more effective than simply collecting as creates a
talking point, rooted example of cause]
• likely to become involved with charity long term (det. go on to
support after trip) [dev. future-proofing]
• inspire others to do the same (det. ’event’ / ‘trip of a lifetime’) [dev.
captures the imagination; snowballing effect of seeing others involved
and apparently passionate about the charity’s cause / personal
endorsement(s)]
• celebrities can attract interest (det. Jed Davies – attraction of
‘legends’) [dev. Charlie now a travel writer – publicity]

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Marking Criteria for Question 3

Table A, Reading
Use the following table to give a mark out of 15 for Reading.
5 13–15 • The response reveals a thorough evaluation and analysis of the text.
• Developed ideas are sustained and well related to the text.
• A wide range of ideas is applied.
• There is supporting detail throughout, which is well integrated into the
response, contributing to a strong sense of purpose and approach.
• All three bullets are well covered.
• A consistent and convincing voice is used.
4 10–12 • The response demonstrates a competent reading of the text with some
evidence of basic evaluation or analysis.
• A good range of ideas is evident.
• Some ideas are developed but the ability to sustain them may not be
consistent.
• There is frequent, helpful supporting detail, contributing to a clear sense of
purpose.
• All three bullets are covered.
• An appropriate voice is used.
3 7–9 • The text has been read reasonably well.

• A range of straightforward ideas is offered.
• Opportunities for development are rarely taken.
• Supporting detail is present but there may be some mechanical use of the
text.
• There is uneven focus on the bullets.
• The voice is plain.
2 4–6 • There is some evidence of general understanding of the main ideas,

although the response may be thin or in places lack focus on the text or
the question.
• Some brief, straightforward reference to the text is made.
• There may be some reliance on lifting from the text.
• One of the bullets may not be addressed.
• The voice might be inappropriate.
1 1–3 • The response is either very general, with little reference to the text, or a
reproduction of sections of the original.
• Content is either insubstantial or unselective.
• There is little realisation of the need to modify material from the text.
0 0 • There is very little or no relevance to the question or to the text.

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Table B, Writing: Structure and order, style of language
Use the following table to give a mark out of 10 for Writing.
5 9–10 • Effective register for audience and purpose.

• The language of the response sounds convincing and consistently
appropriate.
• Ideas are firmly expressed in a wide range of effective and/or interesting
language.
• Structure and sequence are sound throughout.
• Spelling, punctuation and grammar almost always accurate.
4 7–8 • Some awareness of an appropriate register for audience and purpose.

• Language is mostly fluent and there is clarity of expression.
• There is a sufficient range of vocabulary to express ideas with subtlety and
precision.
• The response is mainly well structured and well sequenced.
• Spelling, punctuation and grammar generally accurate.
3 5–6 • Language is clear but comparatively plain and/or factual, expressing little
opinion.
• Ideas are rarely extended, but explanations are adequate.
• Some sections are quite well sequenced but there may be flaws in
structure.
• Minor, but more frequent, errors of spelling, punctuation and grammar
2 4–3 • There may be some awkwardness of expression and some inconsistency

of style.
• Language is too limited to express shades of meaning.
• There is structural weakness and there may be some copying from the
text.
• Frequent errors of spelling, punctuation and grammar.
1 2–1 • Expression and structure lack clarity.

• Language is weak and undeveloped.
• There is very little attempt to explain ideas.
• There may be frequent copying from the original.
• Persistent errors of spelling, punctuation and grammar impede
communication.
0 0 • The response cannot be understood.

0500 - m21 - Ms - 12 MARK SHEME

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Cambridge IGCSE™

FIRST LANGUAGE ENGLISH 0500/12

This document consists of 22 printed pages.

© UCLES 2021 [Turn over

Generic Marking Principles

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

GENERIC MARKING PRINCIPLE 2:

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

GENERIC MARKING PRINCIPLE 4:

GENERIC MARKING PRINCIPLE 5:

GENERIC MARKING PRINCIPLE 6:

© UCLES 2021 Page 2 of 22

English & Media subject specific general marking principles

Components using level descriptors:

Components using point-based marking:

From this it follows that we:

© UCLES 2021 Page 3 of 22

R1 demonstrate understanding of explicit meanings

W2 organise and structure ideas and opinions for deliberate effect

Overview of items for Question 1

Item Assessment objectives Marks for assessment

© UCLES 2021 Page 4 of 22

Question Answer Marks

Award 1 mark for:

‘immense value’ (line 3).

Award 2 marks for full explanation (both strands).

• great(ly) / huge(ly) / enormous(ly) / extreme(ly) / massive(ly) / very

‘diverse destinations’ (line 5).

Award 2 marks for full explanation (both strands).

• different / various / contrasting / range

1(c) Re-read paragraph 3 (‘Having quit … that conference.’). 2

• improved their writing / learned about writing

1(d)(i) Re-read paragraphs 4 and 5 (‘Writers of … never visit.’). 2

Identify two mistakes made by writers of unsuccessful articles.

© UCLES 2021 Page 5 of 22

Question Answer Marks

1(d)(ii) Re-read paragraphs 4 and 5 (‘Writers of … never visit.’). 3

Award 1 mark for each idea, up to a maximum of 3.

• to understand other people and places / celebrates differences in

Award 1 mark for each idea, predominantly in own words, up to a

• query own credentials / own decisions: not a professional writer / should

© UCLES 2021 Page 6 of 22

Question Answer Marks

1(f) According to Text B, what are the disadvantages of being a travel 15

Your summary should not be more than 120 words.

Up to 10 marks are available for the content of your answer and up to 5

INDICATIVE READING CONTENT

Candidates may refer to any of the points below:

© UCLES 2021 Page 7 of 22

Marking criteria for Question 1(f)

Use the following table to give a mark out of 10 for Reading

Level Marks Description

5 9–10 • A very effective response that demonstrates a thorough understanding of

4 7–8 • An effective response that demonstrates a competent understanding of the

3 5–6 • A partially effective response that demonstrates a reasonable

2 3–4 • A basic response that demonstrates some understanding of the

1 1–2 • A response that demonstrates a limited understanding of the task.

© UCLES 2021 Page 8 of 22

Use the following table to give a mark out of 5 for Writing.

Level Marks Description

2 3–2 • A relevant response that is generally expressed clearly, with some